Preschool Oral Language Competence and Literacy Development

1998 ◽  
pp. 63-79 ◽  
Author(s):  
Bente E. Hagtvet
Keyword(s):  
Oral Language ◽  
Literacy Development ◽  
Language Competence

Factors affecting language and literacy development in Australian Aboriginal children: Considering dialect, culture and health

2017 ◽  
Vol 16 (1) ◽  
pp. 104-116 ◽  
Author(s):  
Gwendalyn L Webb ◽  
Cori J Williams
Keyword(s):  
Oral Language ◽  
Literacy Development ◽  
Language And Literacy ◽  
Political Factors ◽  
Factors Affecting ◽  
Australian Aboriginal ◽  
Child Relationship ◽  
Oral Language Skills ◽  
Language And Literacy Development ◽  
Aboriginal Children

Australian Aboriginal children, in general, lag behind their mainstream peers in measures of literacy. This article discusses some of the complex and interconnected factors that impact Aboriginal children’s early language and literacy development. Poor health and historically negative socio-political factors are known influences on Aboriginal children’s participation and achievement in education. Cultural and dialectal differences are also considered in this article for the effect these variables may have on children’s learning, in terms of both the child’s ability to code-shift between dialects and the development of the educator–child relationship. The importance of this relationship is discussed, partly because of the valuable communicative interactions that are involved. These educator–child interactions allow children an opportunity to extend their oral language skills, which are essential precursors to literacy development. This discussion concludes with some suggestions for further research.

Perceptions of a culturally responsive school-based oral language and early literacy programme

2020 ◽  
pp. 1-10
Author(s):  
Taneal Norman ◽  
Wendy M. Pearce ◽  
Fiona Eastley
Keyword(s):  
Rural Communities ◽  
Early Literacy ◽  
Oral Language ◽  
Literacy Development ◽  
Culturally Responsive ◽  
Language And Literacy ◽  
Educator Perceptions ◽  
Literacy Programme ◽  
Australian Aboriginal ◽  
School Based

Abstract ‘Sounds, Words, Aboriginal Language and Yarning’ (SWAY) is a school-based oral language and early literacy programme based on Australian Aboriginal stories, knowledge and culture. It was developed by a multidisciplinary team in collaboration with Australian Aboriginal community members. SWAY aims to strengthen and support the communication skills of educators to facilitate language and literacy development of children in the early school years, particularly Australian Aboriginal children, within rural communities in New South Wales. Key features of SWAY include capacity building of educators and small group speech-language pathology intervention sessions, delivered remotely via telehealth. This study explored educator perceptions of SWAY training, mentoring and implementation, using a mixed methods approach. Findings revealed: use of culturally responsive strategies; positive educator perceptions of the SWAY programme, training and mentoring and positive changes to the confidence and behaviours of educators both supporting language and early literacy development, and embedding Australian Aboriginal perspectives in the classroom. Positive findings support and encourage the ongoing provision of SWAY. Findings also have implications for the future collaborative development and implementation of culturally responsive language and literacy programmes.

Spreken En Schrijven Van Kinderen

2004 ◽  
Vol 72 ◽  
pp. 33-46
Author(s):  
Jan Berenst ◽  
Nynke Borst
Keyword(s):  
Oral Language ◽  
Literacy Development ◽  
Language Use ◽  
Important Variable ◽  
Written Language ◽  
Written Narratives ◽  
Group Design ◽  
Written Texts ◽  
Grade 5 ◽  
The Relationship

The relationship between children's oral and written language use may be considered as one of the main issues in the study of literacy development. In this paper, the focus is on how 10-year-old children (grade 5) create a textual context in oral and written narratives for their recipients. The first aim of this research was to find out what kind of practices children use to contextualize their stories. The second aim was to compare the practices in the oral and written mode, to determine to what extent children at this age still rely on oral language practices in their written texts. A dependent group design was used to make a comparison between the practices in both conditions possible, while in both conditions the same story was retold. Results show that the children were able to contextualize their stories in the oral as well as in the written mode, but that some contextualization practices (such as the avoidance of exophoric references, and the use of dialogue) were more frequently found in the written mode of the stories. Besides, it was found that the sequence of the oral and written task was an important variable, but not in the expected way. The oral texts were influenced by the written texts (greater length, more dialogue, but also more exophoric references); the written texts, however, did not show any influence from the oral texts. The conclusion might be that we have to reconsider the relationship between children's oral and written language use at this age.

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